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RESPONSE to INSTRUCTION and INTERVENTION OCTOBER Part 2 by Wendy Woods Laurie Anhorn

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RESPONSE to INSTRUCTION and INTERVENTION OCTOBER Part 2 by Wendy Woods Laurie Anhorn

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    1. 1 RESPONSE to INSTRUCTION and INTERVENTION OCTOBER (Part 2) by Wendy Woods Laurie Anhorn

    2. 2 SCHEDULE 9:00 – 10:15 Presentation (RtI2) 10:15 – 10:30 Break 10:30 – 11:45 Presentation (RtI2 & Assessment) 11:45 – 12:30 Lunch 12:30 - 2:15 Presentation (Assessment & Differentiated Instruction) 2:15 - 2:30 Questions/Wrap Up/Evaluation RtI2 Topics for October : Continue Building Background Knowledge in the RtI process Six stages of Implementation 2. conducting a “self assessment” to determine the degree of need for RtI2 in the school 3. selecting a leadership team 4. consensus building 5. determining an assessment plan RtI2 Topics for October : Continue Building Background Knowledge in the RtI process Six stages of Implementation 2. conducting a “self assessment” to determine the degree of need for RtI2 in the school 3. selecting a leadership team 4. consensus building 5. determining an assessment plan

    3. 3 Learner Outcomes You will be able to: identify factors shared by schools that successfully increase student achievement. identify factors to address in change initiatives (RtI). describe critical stages in developing an RtI2 system. assess commitment/readiness of staff for implementing RtI2 at your site/ develop strategies for increasing commitment. assess prevention/intervention systems in your school/develop initial plans for change. Highlight words “school factors”, “change” and “stages of development”Highlight words “school factors”, “change” and “stages of development”

    4. 4 identify team structure/processes for effective implementation of RTI2. assess status of assessment systems/develop plans for improvement. assess/increase the leadership role of staff in the implementation of RTI2. identify resources to assist in the implementation of an RtI2 system. identify methods to evaluate team processing and outcomes of implementing RTI2 in your school. Learner Outcomes These all refer to tools introduced throughout the workshop to effect the implementation of a RtI systemThese all refer to tools introduced throughout the workshop to effect the implementation of a RtI system

    5. 5 Combine CLOCK slide with GIVE ONE/GET ONE AND HOMEWORK DEBRIEFCombine CLOCK slide with GIVE ONE/GET ONE AND HOMEWORK DEBRIEF

    6. 6 ENHANCING RTI: HOW TO ENSURE SUCCESS WITH EFFECTIVE INSTRUCTION AND INTERVENTION by Douglas Fisher/Nancy Frey Chapters 1& 2 Activity - Give One, Get One 1. Jot down 3 ideas that resonated with you from Chapters 1 and 2. 2. Find someone from another table. 3. GIVE ONE idea from your list to your partner. Get one idea from from your partner’s list to add to yours. 4. Move to a new partner/repeat the process. 5. If your lists are identical, brainstorm an idea that can be added to to both of your lists. NOTE: Exchange no more than one idea with any given partner.

    7. 7 What is RtI2? Response to Instruction and Intervention is a three-tiered (or more), data-driven instructional system that provides access to quality instruction and intervention for ALL students. What is RtI2 : A multi tiered, systematic, data driven approach to instruction In this presentation and elsewhere you may hear RtI2 referred to as an approach, strategy, problem solving model, comprehensive instructional system---I think all of these descriptions are accurate. RtI2 is a strategic, systematic, data-driven approach to standards and need-based instruction that benefits every student. Teacher collaboration is at the heart of RtI2. RtI2 harnesses and coordinates the full resources of the school, district, and community to help meet the learning needs of every student. One of the causes of teachers’ stress is the isolation they experience working alone. As a schoolwide effort, RtI2 is based in coordination of resources, collaboration between teachers surrounding instructional issues with the single aim of improving, targeting instruction to student needs. The next slide offers a closer look at the three tiered model.What is RtI2 : A multi tiered, systematic, data driven approach to instruction In this presentation and elsewhere you may hear RtI2 referred to as an approach, strategy, problem solving model, comprehensive instructional system---I think all of these descriptions are accurate. RtI2 is a strategic, systematic, data-driven approach to standards and need-based instruction that benefits every student. Teacher collaboration is at the heart of RtI2. RtI2 harnesses and coordinates the full resources of the school, district, and community to help meet the learning needs of every student. One of the causes of teachers’ stress is the isolation they experience working alone. As a schoolwide effort, RtI2 is based in coordination of resources, collaboration between teachers surrounding instructional issues with the single aim of improving, targeting instruction to student needs. The next slide offers a closer look at the three tiered model.

    8. 8 3-Tier Academic System Tier 1 – Benchmark: 80–90 percent. Achieving grade level standards, may require additional assistance Utilize SBE-adopted Core grade-level curriculum with differentiated strategies Tier 2 – Strategic: 10–15 percent. One to two years below grade level standards Utilize SBE-adopted Core grade-level curriculum plus supplemental materials to support Core grade level text with increased instructional time and fidelity Tier 3 – Intensive: 5–10 percent. Two or more years below grade level Utilizing a SBE-approved intervention program that is considered the “Core Program” Additional instructional time required based on program model Small class size and fidelity of implementation The three-tier academic system provides: It is important to note that the RtI2 structure is not only focused on struggling students but also can be focused on students who respond well to core instruction in Tier 1 and need to move forward in their studies. Parents at our school like it because whether their student is a struggling reader or a GATE student for 30 minutes everyday during Platooning, their child’s needs are being met. Progressively more intensive instruction focusing on assessed learning need Tier one is where the greatest number of students are served Inclusive environment The arrow pointing in both direction indicates a central premise of RtI2 which is progress monitoring and adjustment of student’s instructional program according to data The three-tier academic system provides: It is important to note that the RtI2 structure is not only focused on struggling students but also can be focused on students who respond well to core instruction in Tier 1 and need to move forward in their studies. Parents at our school like it because whether their student is a struggling reader or a GATE student for 30 minutes everyday during Platooning, their child’s needs are being met. Progressively more intensive instruction focusing on assessed learning need Tier one is where the greatest number of students are served Inclusive environment The arrow pointing in both direction indicates a central premise of RtI2 which is progress monitoring and adjustment of student’s instructional program according to data

    9. 9 A View of the three tiers This graphic illustrates the three-tier system that appears in the special education guidance document and that also reflects the structure presented in the Language Arts Framework with its three levels of instruction. . A View of the three tiers This graphic illustrates the three-tier system that appears in the special education guidance document and that also reflects the structure presented in the Language Arts Framework with its three levels of instruction. .

    10. 10 Another view of the three tiers clearly reflects the focus of RtI2 being effective first teaching for ALL students—tier 1 serves 80-90% of the students. Another view of the three tiers clearly reflects the focus of RtI2 being effective first teaching for ALL students—tier 1 serves 80-90% of the students.

    11. 11 Responsiveness to Intervention Model

    12. 12

    13. 13 FIVE STEPS ALONG THE PATH TOWARDS RTI2 Identify struggling students. Assess specific student needs. Deliver interventions with fidelity. Monitor student progress – adjust instruction and intervention as needed. Improve content literacy instructional practices to actively engage all students. #1 – Identify struggling students through CST ELA or CELDT scores #3 – Be sure that interventions address specific student needs – not a one size fits all program Interventions delivered are needs based – not labels based Students are not grouped by labels or funding categories#1 – Identify struggling students through CST ELA or CELDT scores #3 – Be sure that interventions address specific student needs – not a one size fits all program Interventions delivered are needs based – not labels based Students are not grouped by labels or funding categories

    14. 14 RtI2: What it is Not For Special Education only. . . A system for tracking. . . A single program . . . For use by one or two teachers . . Interventions alone. . . Common misunderstanding about RtI2 : Understanding what RtI2 is not Due to its inception in the context of Special Education---many people think that RtI of any kind is only about special education. Because of the use of different grouping strategies for both differentiation and intervention, sometimes this can look like tracking. Flexible grouping for instructional purposes allows for more precisely targeted instruction and increased student engagement – and addresses the needs of the gifted student as well as the one that may require additional support. These are always subject to change as student shows or does not show progress. Another common error may be to think that RtI2 is a gimmick, a lone strategy, that a couple of teachers can use in their own classroom---not at all---because RtI2 is a whole school team effort. And lastly, due to the “intervention” in the name -- it is to be remembered that RtI2 in California is not just about intervention but first and foremost about good first INSTRUCTION.Common misunderstanding about RtI2 : Understanding what RtI2 is not Due to its inception in the context of Special Education---many people think that RtI of any kind is only about special education. Because of the use of different grouping strategies for both differentiation and intervention, sometimes this can look like tracking. Flexible grouping for instructional purposes allows for more precisely targeted instruction and increased student engagement – and addresses the needs of the gifted student as well as the one that may require additional support. These are always subject to change as student shows or does not show progress. Another common error may be to think that RtI2 is a gimmick, a lone strategy, that a couple of teachers can use in their own classroom---not at all---because RtI2 is a whole school team effort. And lastly, due to the “intervention” in the name -- it is to be remembered that RtI2 in California is not just about intervention but first and foremost about good first INSTRUCTION.

    15. 15 “RTI2” in Secondary Schools vs Elementary Schools DIFFERENT purpose(s) Remediation vs. prevention Prevention of high school dropout Increased graduation rates Increased attendance Note: RTI for the purpose of LD identification MAY apply at the secondary level, Remediation of academic difficulties vs. prevention of academic difficulties Prevention of high school dropout Increased academic performance and graduation rates High Schools do not seem focused on LD identificationRemediation of academic difficulties vs. prevention of academic difficulties Prevention of high school dropout Increased academic performance and graduation rates High Schools do not seem focused on LD identification

    16. 16 “RTI2” in Secondary Schools vs Elementary Schools DIFFERENT implementation strategies and challenges. Handling course credits? Scheduling interventions? Finding appropriate screening/progress monitoring tools Most effective intervention strategies? Finding most appropriate materials? 1.How to handle course credits? 2. How to schedule interventions? 3. Where do they find appropriate screening/progress monitoring tools (What do they use?) What kind of intervention strategies are most effective? Where do you find the most appropriate intervention materials? 1.How to handle course credits? 2. How to schedule interventions? 3. Where do they find appropriate screening/progress monitoring tools (What do they use?) What kind of intervention strategies are most effective? Where do you find the most appropriate intervention materials?

    17. 17 RtI2 will not be successful unless… general education instruction is improved and strengthened a school wide assessment system is in place. tiers of Interventions are being provided. BULLET #1: A focus on structured student engagement and the 5 domains of Reading identified in the findings of the National Reading Panel (PA, Phonics, Vocabulary, Fluency and Comprehension) BULLET #2: Need to have a school wide screening assessment to identify those students who may be “at risk” for Reading Failure Need a Good Diagnostic Assesment to identify “skill” holes or gaps to identify exactly what is causing the problem. Need Progress Monitoring Assessment to determine whether interventions being used are effective and meeting the students needs and increasing student achievement BULLET #3: Tiers of Interventions – scheduled, matched to student need (not a one size fits all program)/ Middle School and High School (1 to 2 periods of reading/language instruction for struggling student)s. BULLET #1: A focus on structured student engagement and the 5 domains of Reading identified in the findings of the National Reading Panel (PA, Phonics, Vocabulary, Fluency and Comprehension) BULLET #2: Need to have a school wide screening assessment to identify those students who may be “at risk” for Reading Failure Need a Good Diagnostic Assesment to identify “skill” holes or gaps to identify exactly what is causing the problem. Need Progress Monitoring Assessment to determine whether interventions being used are effective and meeting the students needs and increasing student achievement BULLET #3: Tiers of Interventions – scheduled, matched to student need (not a one size fits all program)/ Middle School and High School (1 to 2 periods of reading/language instruction for struggling student)s.

    18. 18 GALLERY WALK Brainstorm the Benefits/Challenges of Implementing Tiered Instruction at your School Sites Creatively Chart Tape Chart to the Wall Go on a Gallery Walk to view charts 1. PASS OUT PLAYING CARDS TO FORM GROUPS and give each group a half a piece of chart paper BRAINSTORM AND CHART THE BENEFITS/CHALLENGES (CONSIDER STAFF & STUDENTS) OF IMPLEMENTING TIERED INSTRUCTION WITH YOUR GROUP (SELECT A VANNA AND A PRESENTER). TEACH CHEERS AFTER EACH ONE PRESENTS One of the things that stands in the way of implementation is a clear vision of what Rti looks like in Practice.1. PASS OUT PLAYING CARDS TO FORM GROUPS and give each group a half a piece of chart paper BRAINSTORM AND CHART THE BENEFITS/CHALLENGES (CONSIDER STAFF & STUDENTS) OF IMPLEMENTING TIERED INSTRUCTION WITH YOUR GROUP (SELECT A VANNA AND A PRESENTER). TEACH CHEERS AFTER EACH ONE PRESENTS One of the things that stands in the way of implementation is a clear vision of what Rti looks like in Practice.

    19. 19 What’s “Currently” in Place? Use pyramid planning sheet 1. List all assessments, programs, materials and instructional strategies currently used in each Tier of Instruction (or Interventions) at your site. 2. Using your chart paper, create a large pyramid and transfer the information onto it using a colored marker. As we go along, you will be adding to your large pyramid and creating a “vision” of what “RtI” could look like at your site. Get out your What’s in Place in Each Tier? (Pyramid Handout) Go over directions on slide. Form into groups of 4 and share your pyramid with your colleagues.Get out your What’s in Place in Each Tier? (Pyramid Handout) Go over directions on slide. Form into groups of 4 and share your pyramid with your colleagues.

    20. 20 LOOKING AHEAD…….. REMEMBER……………. RtI2 is a process, not a program or an event! Hopefully, this segment has given you a more comprehensive knowledge base regarding the Process of RtI. 2. This is just the beginning and is meant to stimulate your thoughts about what systems, processes and teaching practices could help you, as administrators, improve instruction and interventions( the two I”S in RtI2) that will increase student achievement at your school site. 3. Next month, we will continue building knowledge regarding working towards implementing “tiered instruction” at your school site. Hopefully, this segment has given you a more comprehensive knowledge base regarding the Process of RtI. 2. This is just the beginning and is meant to stimulate your thoughts about what systems, processes and teaching practices could help you, as administrators, improve instruction and interventions( the two I”S in RtI2) that will increase student achievement at your school site. 3. Next month, we will continue building knowledge regarding working towards implementing “tiered instruction” at your school site.

    21. 21 6 STEPS OF IMPLEMENTATION Exploration Installation Initial Implementation Full Implementation Innovation Sustainability Exploration: A dynamic, knowledgeable point person and a team of “go to teachers” is chosen to provide effective leadership to guide staff through the implementation process Installation: begins when the decision to implement RtI is made and continues with planning, assigning responsibliities, determining the structural model, staff concensus building. Initial Implementation: Where the rubber meets the road. Teachers use new instructional practices. Full Implementation: Practices have been installed, most professionals are comfortable with practices operating smoothly. Innovation: After implementing the plan the way it was laid out, this is the time to try and make improvements. Sustainability: The focus is on figuring out how to sustain the model long term.Exploration: A dynamic, knowledgeable point person and a team of “go to teachers” is chosen to provide effective leadership to guide staff through the implementation process Installation: begins when the decision to implement RtI is made and continues with planning, assigning responsibliities, determining the structural model, staff concensus building. Initial Implementation: Where the rubber meets the road. Teachers use new instructional practices. Full Implementation: Practices have been installed, most professionals are comfortable with practices operating smoothly. Innovation: After implementing the plan the way it was laid out, this is the time to try and make improvements. Sustainability: The focus is on figuring out how to sustain the model long term.

    22. 22 6 Steps of Implementation Stages are not linear Implementation is not an overnight process. Many schools require at least 3 years to fully implement RtI2. “Improvement is a process, not an event” (Elmore, 2004) What happens in one stage affects another stage. Will take time.What happens in one stage affects another stage. Will take time.

    23. 23 Stages of Implementing RtI2 Stage 1: Building Consensus Beliefs are shared and agreed upon Vision statement exists RtI2 is understood Implementation requirements are understood Leadership is provided by the principal and key school staff Batsche, G., Response to Intervention: Blueprints for State, District and School Implementation (modified) Brainstorm with table group how you will creatively achieve this goal w/restrictions on time w/teachersBrainstorm with table group how you will creatively achieve this goal w/restrictions on time w/teachers

    24. 24 Stages of Implementing RtI2 Stage 2: Infrastructure Development System self-study completed Universal screening and benchmarking system has been developed System of prevention/intervention has been developed Core Leadership team identified and committed Problem solving team(s) and processes developed Plan for sustainability has been developed Revision of special education eligibility processes has been developed Batsche, G., Response to Intervention: Blueprints for State, District and School Implementation (modified)

    25. 25 Stages of Implementing RtI2 Stage 3: Implementation Roll out of “RtI2” begins, or continues, with increasing sophistication. Evaluation of student outcomes, system data, and problem solving processes exists Batsche, G., Response to Intervention: Blueprints for State, District and School Implementation (modified)

    26. 26

    27. 27 STAGE 1: EXPLORATION “CRITICAL ACTIVITIES” The four critical activities that need to occur during this phase are… conducting a “self assessment” to determine the degree of need for RtI2 in the school selecting a leadership team consensus building determining an assessment plan

    28. 28 Exploration “Self Assessment” It is important to go through the self assessment process because…. the need for change clearly understood and articulated. the leadership team can explain the motivation for implementing RtI2 it helps staff prepare for the “culture change” represented by RtI2 it helps to assess staff’s background knowledge. it helps to determine Professional Development that staff will need. ACTIVITY: “WHAT’S IN PLACE? WHAT’S NEXT? Human beings are creatures of habit and will revert back to what is “known and comfortable for them”. If the need for change is not clearly understood and articulated teachers will question it and may advocate to go back to the way they have always done things It will give the team a chance to contemplate the degree of staff acceptance or resistance they might see. Background Knowledge – In schools that deliver nearly all instruction in a whole class format it will be important for them to receive training on classroom management techniques for how to keep the rest of the students fully engaged in independent work so the teacher can focus on instructing intervention groups. 5. Handout “What’s in Place/What’s Next?” (salmon) – Go Over Handout w/partner and talk about discuss – Technical Assistant Consultants will be going over it in greater detail with you Human beings are creatures of habit and will revert back to what is “known and comfortable for them”. If the need for change is not clearly understood and articulated teachers will question it and may advocate to go back to the way they have always done things It will give the team a chance to contemplate the degree of staff acceptance or resistance they might see. Background Knowledge – In schools that deliver nearly all instruction in a whole class format it will be important for them to receive training on classroom management techniques for how to keep the rest of the students fully engaged in independent work so the teacher can focus on instructing intervention groups. 5. Handout “What’s in Place/What’s Next?” (salmon) – Go Over Handout w/partner and talk about discuss – Technical Assistant Consultants will be going over it in greater detail with you

    29. 29 BUILDING CONSENSUS Consensus Building Meetings are an essential part of implementation that is often overlooked (Don’t Skip It!) MEETINGS PROVIDE OPPORTUNITIES FOR EVERYONE TO.. discuss who needs to be “on board” for success. give input. acquire information/relieve anxiety. ask questions/voice concerns. gain insight into what people may be thinking. help the School Site RtI2 Committee refine the implementation plan. have a voice so the “whole” school is involved. Getting “buy in ‘ is a process that can be planned….it doesn’t just happen. Give teachers the chance to give input about organizational decisions. 3.Consensus is built on understanding and information. There are key opinion leaders in every school who typically buy into something more fully if they are involved from the very beginning. Sometimes it’s smart to identify “key influencers” who may be negative and place them on a carefully selected committee to try and get their support from the onset. May want to figure out an influential person on the staff who’s opinion is respected by most to address the naysayers questions and concerns in private meetings rather than at whole staff meeting. (a Cheerleader) Teacher commitment will be stronger if they help design the delivery approach. Entertaining various viewpoints does not mean that the plan should be shelved or abandoned. It just supplies information that the School Site Committtee might not have anticipated in their plan. 5. Information that needs to be provided for school staff: a. Why RtI2? b. What is it? What is it not? c. What are the benefits of RtI2? d. What will it take to implement? There are many resources available to accomplish this. (websites, books, videos) Getting “buy in ‘ is a process that can be planned….it doesn’t just happen. Give teachers the chance to give input about organizational decisions. 3.Consensus is built on understanding and information. There are key opinion leaders in every school who typically buy into something more fully if they are involved from the very beginning. Sometimes it’s smart to identify “key influencers” who may be negative and place them on a carefully selected committee to try and get their support from the onset. May want to figure out an influential person on the staff who’s opinion is respected by most to address the naysayers questions and concerns in private meetings rather than at whole staff meeting. (a Cheerleader) Teacher commitment will be stronger if they help design the delivery approach. Entertaining various viewpoints does not mean that the plan should be shelved or abandoned. It just supplies information that the School Site Committtee might not have anticipated in their plan. 5. Information that needs to be provided for school staff: a. Why RtI2? b. What is it? What is it not? c. What are the benefits of RtI2? d. What will it take to implement? There are many resources available to accomplish this. (websites, books, videos)

    30. 30 BUILDING TEACHER “BUY IN” Well planned staff presentations. Use team building skills to help pull staff together before presentation. Approach this in several ways. Make sure that everything is collaborative and well planned! Examples: 1. “You’ve said this is a problem so here is one way we are trying to address it”. 2. Acknowledgement of frustration at working with low level readers and making little progress. 3. Prior to presenting to whole staff, choose ‘positive’ leader to present ideas to and work out more issues.. 5. Periodically ask staff the following questions: Is this working? What do you need to make it work better? What questions do you have? Examples: 1. “You’ve said this is a problem so here is one way we are trying to address it”. 2. Acknowledgement of frustration at working with low level readers and making little progress. 3. Prior to presenting to whole staff, choose ‘positive’ leader to present ideas to and work out more issues.. 5. Periodically ask staff the following questions: Is this working? What do you need to make it work better? What questions do you have?

    31. 31 SCHOOL SITE LITERACY “RtI2 COMMITTEE” Site Administrator (instructional leader) is ready to implement the plan. Implementation becomes ANOTHER responsibility. Managing a school site can seem impossible at times. Many times, after initial implementation has begun, the administrator’s focus moves to more immediate concerns. So…..how can a site administrator manage everything AND keep a literacy initiative alive and thriving???? PARTNER/PAIR SHARE (12:00 Partner) BULLET #1: The problem is …the Administrator is also the plant manager, budget director, parent liasion, resident counselor for staff, students and parents. BULLET #2 : ADMINISTRATOR has to organize, schedule, select teachers, procure materials, arrange training, monitor progress and report student achievement.. Also expected to be conversant on the latest research and legalities for math, science social studies, spec. ed, EL;s, behavior, classroom management and safe schools. BULLET #3: Tired Yet? BULLET #4 ; AS a result, a literacy system may become just another program that begins with gusto……fizzles out.BULLET #1: The problem is …the Administrator is also the plant manager, budget director, parent liasion, resident counselor for staff, students and parents. BULLET #2 : ADMINISTRATOR has to organize, schedule, select teachers, procure materials, arrange training, monitor progress and report student achievement.. Also expected to be conversant on the latest research and legalities for math, science social studies, spec. ed, EL;s, behavior, classroom management and safe schools. BULLET #3: Tired Yet? BULLET #4 ; AS a result, a literacy system may become just another program that begins with gusto……fizzles out.

    32. 32 ROLE OF THE PRINCIPAL Sets the vision to begin the problem-solving process Supports the development of expectations Allocates resources Facilitates priority setting Ensures follow-up Supports program evaluation Monitors staff support/climate LEAD INTO SLIDE (SAY FIRST) 1.The principal plays a key, central role in the implementation of RtI. 2. Principals who understand and know the importance of the following will lead a more successful effort.LEAD INTO SLIDE (SAY FIRST) 1.The principal plays a key, central role in the implementation of RtI. 2. Principals who understand and know the importance of the following will lead a more successful effort.

    33. 33 The Principal and Content Knowledge The Principal needs to understand…… the need for research-based core, supplemental and intensive instructional strategies and interventions. components of successful professional development plans skills REQUIRED for data-based decision-making and the need to share outcome data frequently the need to publicly recognize the relationship between staff efforts and student outcomes The need to involve and inform parents of the essential elements of RtI2 and their role in the process HOWEVER…….

    34. 34 Are you still making all of the decisions?

    35. 35 Principals aren’t the only ones who can exercise leadership within a school….. Teachers, psychologists, counselors, reading specialists, coaches, vice principals, etc. can do so as well. To sustain an RtI system in a school requires that others, in addition to the principal, assume responsibility for development, planning and implementation. To sustain an RtI system in a school requires that others, in addition to the principal, assume responsibility for development, planning and implementation.

    36. 36 What Fosters Growth of Teacher Leaders? A school culture that….. focuses on learning, inquiry and reflective practice encourages initiative expects teamwork/shared decision-making values teachers as role models for other teachers has a sense of community that fosters professionalism The school culture is one in which the primary message is “what is best for students” NOT WHAT IS EASIEST FOR TEACHERS Bullet #4: Teachers as role models can be very valuable. Giving teachers opportunities to observe each other can be very powerful.The school culture is one in which the primary message is “what is best for students” NOT WHAT IS EASIEST FOR TEACHERS Bullet #4: Teachers as role models can be very valuable. Giving teachers opportunities to observe each other can be very powerful.

    37. 37 What Fosters Growth of Teacher Leaders? Structural supports that… provide adequate access to materials provide adequate time and space facilitate professional development One of the jobs of the principal is to create and advocate for the conditions- time, professional development and appropriate resources-that allow teachers to be effective. Structural supports must be in place.One of the jobs of the principal is to create and advocate for the conditions- time, professional development and appropriate resources-that allow teachers to be effective. Structural supports must be in place.

    38. 38 “What is clear is that traditional forms of management must be modified to be more horizontal and less hierarchical for teacher leadership to flourish.” York-Barr,J., & Duke, K. (2004) What do we know about teacher leadership? Findings from two decades of scholarship. Review of Educational Research 74(3), 255-316.

    39. 39 Table Talk What practices exist in your school right now that encourage teacher leadership? How might these practices be expanded or improved? How would these relate to the implementation of RtI2 in your school? 5 MINUTES TO DISCUSS Will call on one person from each group to share one idea from your Table Talk with the group5 MINUTES TO DISCUSS Will call on one person from each group to share one idea from your Table Talk with the group

    40. 40 SCHOOL SITE LITERACY “RtI2” COMMITTEE STEP 1: Form a School Site Literacy “RtI2 Committee Fullan 2007, charges instructional leaders to recognize that other staff can not only HELP, but also LEAD an effective system of literacy instruction and thus distribute leadership to those whose experience and passion will assist in the implementation and sustainability of the RtI2 process . Taking ownership of a school reform process is necessary if teachers are going to embrace the RtI2 system. Chorally read w/principals Delegate authority 3. Larry empowered us.Chorally read w/principals Delegate authority 3. Larry empowered us.

    41. 41 SCHOOL SITE LITERACY “RtI2 COMMITTEE Team building is an essential component for successful RtI2 implementation Every staff member who deals with a struggling reader needs to participate in decisions about which instruction the student will receive, whether it’s working and what else to try if the student’s rate of progress is insufficient. 2. A positive outcome of RTI is that the collaborative process improves as a result of the interactions and shared decision making. Teachers begin referring to students as “our kids” rather than “my kids” 3. It”s a “golden opportunity” to align staff who have historically worked with limited collaboration. Every staff member who deals with a struggling reader needs to participate in decisions about which instruction the student will receive, whether it’s working and what else to try if the student’s rate of progress is insufficient. 2. A positive outcome of RTI is that the collaborative process improves as a result of the interactions and shared decision making. Teachers begin referring to students as “our kids” rather than “my kids” 3. It”s a “golden opportunity” to align staff who have historically worked with limited collaboration.

    42. 42 “Leadership Team” Activities Assess school needs Develop/Define expectations Plan staff development Evaluate effectiveness of efforts ONCE LEADERSHIP TEAM IS FORMED, these activities could be assumed by the team. ONCE LEADERSHIP TEAM IS FORMED, these activities could be assumed by the team.

    43. 43 “Leadership Team” Activities Create and maintain an action plan to guide ongoing effort Plan for sustainability (change in team members) Communicate to stakeholders Obtain or allocate other resources Obtain staff buy-in These activities could be assumed by a school or district team. These activities could be assumed by a school or district team.

    44. 44 SCHOOL SITE LITERACY “RtI2” COMMITTEE You will need to: Include general education teachers, special education teachers, reading coaches, teachers from different departments, psychologists and parents. Provide regularly scheduled meetings for the team. Define the duties and responsibilities of the team. Go over Worksheet of possible duties and responsibilities with your table group Literacy Intervention Team Checklists (yellow Elementary & lime green- Secondary) 2. Go over possible duties and responsibilities / Talk w/group for 3 minLiteracy Intervention Team Checklists (yellow Elementary & lime green- Secondary) 2. Go over possible duties and responsibilities / Talk w/group for 3 min

    45. 45 Incentives Think about what motivates teachers. A shared vision? Improved student performance? Data that shows growth? Heartland, June, 2006 Partner Pair Share – Find your 3:00 partner and discuss what motivates teachersPartner Pair Share – Find your 3:00 partner and discuss what motivates teachers

    46. 46 RtI Video “Flip Flap Book” Activity During the video, jot down points you hear that you want to remember. Write them under the appropriate heading. You will have this as a reference to use at a later time. During the video, jot down points you hear that you want to remember. Write them under the appropriate heading. You will have this as a reference to use at a later time.

    47. 47 “RtI2” - ELEMENTARY http://www.youtube.com/watch?v=IsAqh2Pxg0A Video - Elementary – Pennsylvania School DistrictVideo - Elementary – Pennsylvania School District

    48. 48 RtI – Middle School http://www.youtube.com/watch?v=VlRM6kf7EZ0 Middle School – Colorado (9 min.)Middle School – Colorado (9 min.)

    49. 49 “RtI2”- HIGH SCHOOL http://youtu.be/YtTKuBZ-nvY Video – Secondary – Tigard High School - OregonVideo – Secondary – Tigard High School - Oregon

    50. 50 EXPLORATION “DEVELOPING AN ASSESSMENT PLAN” Step 1: Identify and evaluate the assessment instruments currently used at the site. “WITHOUT DATA, ALL ANYONE HAS IS AN OPINION” Consider: 1. What types of data each assessment provides? 2. Do current assessments provide outcome, screener, progress monitoring or diagnostic data? 3. Is a “universal screening” assessment currently being used to collect baseline data? 4. Are the assessments currently being used considered valid and reliable? 5. Do the assessments include the 5 essential skills identified by the National Reading Panel (phonemic awareness, phonics, vocabulary, fluency and comprehension? Consider: 1. What types of data each assessment provides? 2. Do current assessments provide outcome, screener, progress monitoring or diagnostic data? 3. Is a “universal screening” assessment currently being used to collect baseline data? 4. Are the assessments currently being used considered valid and reliable? 5. Do the assessments include the 5 essential skills identified by the National Reading Panel (phonemic awareness, phonics, vocabulary, fluency and comprehension?

    51. 51 EXPLORATION “DEVELOPING AN ASSESSMENT PLAN” Step 2: Identify which assessments will be used to determine Tier placement (ie. CST, universal screeening, diagnostic, teacher recommendation) “IN GOD WE TRUST, ALL OTHERS MUST BRING DATA” -Edward Deming (physical quality improvement pioneer) Factors to consider:) 1. Determine cut points for Tiers 2. All Levels will choose a universal screener (easy to administer and score) that will be given at the beginning of each year. 3. Elementary will need to decide on a phonemic awareness screener for entering kindergarten students. (Will be available in Treasures Assessment Resources) 4. Middle/High School will initially be looking at CST and CELDT data / Choose a decoding screener (multi-syllabic words) for students with low fluency to see whether decoding is the cause/ Quick Comprehension Screener . Choose diagnostic assessments that will be administered to students that fall into Tiers 2 & 3. 5. Provide training/practice for all personnel who will be administering, scoring and analyzing data. Factors to consider:) 1. Determine cut points for Tiers 2. All Levels will choose a universal screener (easy to administer and score) that will be given at the beginning of each year. 3. Elementary will need to decide on a phonemic awareness screener for entering kindergarten students. (Will be available in Treasures Assessment Resources) 4. Middle/High School will initially be looking at CST and CELDT data / Choose a decoding screener (multi-syllabic words) for students with low fluency to see whether decoding is the cause/ Quick Comprehension Screener . Choose diagnostic assessments that will be administered to students that fall into Tiers 2 & 3. 5. Provide training/practice for all personnel who will be administering, scoring and analyzing data.

    52. 52 ASSESSMENT

    53. 53 ASSESSMENT Chorally read with me if you are MarriedChorally read with me if you are Married

    54. 54 Why Assess? “Successful schools are places where teams of teachers meet regularly to focus on student work through assessment, and change their instructional practices accordingly to get better results.” Michael Fullan

    55. 55 Assessment is… the process of gathering information to aid in the evaluation of students Assessment should… help teachers become better at teaching help students become more accomplished learners. lead to instructional action

    56. 56 “INTENTIONAL DATA STUDY GROUPS” and “RtI2” THEY BOTH….. focus their efforts on positive academic outcomes for ALL students. support the implementation of research based instructional strategies. align strategies with the content standards. After examining the HUSD Intentional Data Study Groups’ Binder and reading about the concept, we realized that the goals and outcomes of RtI and Data Study Groups are identical. After examining the HUSD Intentional Data Study Groups’ Binder and reading about the concept, we realized that the goals and outcomes of RtI and Data Study Groups are identical.

    57. 57 “INTENTIONAL DATA STUDY GROUPS” and “RtI2” IDSG and RtI use a similar data analysis cycle which includes: Collecting and charting data Analyzing strengths and obstacles (weaknesses) Establishing Goals: set, review, revise (Progress Monitoring) Selecting and using appropriate instructional and/or behavioral strategies (Student Engagement/Differentiated Instruction) Determining result indicators for implementation and effectiveness (effectiveness of Instruction and Intervention) Obviously, there are already people on staff who are part of the Data Analysis Teams who can participate and help with Data Analysis within the RtI process. The process outlined in your IDSG’S was created by Doug Reeves. Our student data study is called COI (Cylce of Inquiry) and it is also a Doug Reeves model.Obviously, there are already people on staff who are part of the Data Analysis Teams who can participate and help with Data Analysis within the RtI process. The process outlined in your IDSG’S was created by Doug Reeves. Our student data study is called COI (Cylce of Inquiry) and it is also a Doug Reeves model.

    58. 58 Assessment is CRITICAL to a Successful RTI2 Model Assessment Systems MUST address 3 Questions Screening: Who needs help? -compare to research- based norms/levels -identify as: Intensive-Strategic-Basic Diagnostic: What help do they need? -pinpoint exact areas -identify strengths to build on Progress Monitoring: Is the help helping? -evaluate the effects of instruction and intervention Is it working? If not…Do Something Different!

    59. 59 Using Multiple Measures “The Assessment Process” The process is ongoing: Select assessments, collect evidence, interpret data, make decisions

    60. 60 Assessments in Spanish Dibels website: IDEL Materials (free downloads) https://dibels.uoregon.edu Aimsweb: https://www.aimsweb.com/measures- 2/spanish-reading-cbm/ Hayward DataHayward Data

    61. 61 Screening Assessments for K – 12 Students Data Source Question Answered 1. Begin with what you have: Do students need additional CST, CELDT, grades, support/intervention? ORF screener, DIBELS K-8 Grades 6-12, all students Basic and below 2. Oral Reading Fluency (CBM) Is decoding and/or fluency affecting 7-8th gr. passage from a valid ability to source (Aimsweb Benchmark Assessor) comprehend? **If possible corroborate with a quick, direct measure of comprehension e.g. Accelerated Reader’s STAR or Scholastic Reading Inventory.

    62. 62 Diagnostic Assessment for Students (K–12) Data Source Question Answered If ORF reveals decoding (Confirm) Do students need issues explore further, decoding work? using Diagnostic tools such as TOWRE, QPS, BPST, SPI Insight-What level decoding of word work is required Refer to Treasures Manual: Diagnostic Assessment Manual and CA progress Monitoring Assessment Manual, 6th gradeRefer to Treasures Manual: Diagnostic Assessment Manual and CA progress Monitoring Assessment Manual, 6th grade

    63. 63 Diagnostic Assessments “First cut” (universal assessment tool) points to a “problem”. Next step: collect further diagnostic information to understand students’ literacy problems. Assume virtually ALL Intermediate and High School students screened into Intervention will need vocabulary, comprehension, and writing instruction. Most (but not all) will have decoding and/or fluency issues. Computer-based comprehension assessments (e.g. SRI) are appropriate for Middle and High School Bullet #5: They require little staff time and automatically adjust level of difficulty,,,,,,,, (more accurate). Bullet #5: They require little staff time and automatically adjust level of difficulty,,,,,,,, (more accurate).

    64. 64 Progress Monitoring Assessments for Students (K – 12) Data Source Question Answered ORF (Oral Reading fluency) Is there progress? Phonics Screener (k-12) Is there progress? MAZE (Cloze vocabulary/ comprehension measure (4-12) Is the rate of progress adequate? Should we continue what we’re doing? Scholastic Reading Inventory, STAR- other quick, direct measure of comprehension * Best source: www.rti4success.org GO TO WEBSITE…………..SHOWGO TO WEBSITE…………..SHOW

    65. 65 REMEMBER…

    66. 66 Mapping the Current Assessments at your Site Inventory assessments used at your site. Evaluate the type of data provided by each assessment instrument (screening, progress monitoring, diagnostic). If your school doesn’t have a universal screening instrument, the team will need to select one (DIBELS, AimsWeb,…) for collecting Baseline Data. Do Determining Need Activity – Mapping Current Assessments used at your School Site 2. Form groups of 4 and examine the assessment materials that are a part of your new Core Reading Programs and/or Intervention Programs. 3. Discuss the types of assessments these materials fit into/ Place names of types of assessments available into the Tiers of your PyramidsDo Determining Need Activity – Mapping Current Assessments used at your School Site 2. Form groups of 4 and examine the assessment materials that are a part of your new Core Reading Programs and/or Intervention Programs. 3. Discuss the types of assessments these materials fit into/ Place names of types of assessments available into the Tiers of your Pyramids

    67. 67 DIFFERENTIATED INSTRUCTION

    68. 68

    69. 69 1. In Hayward, you have a very culturally diverse population. 2/ Not only do teachers need to consider strategies for differentiating curriculum and instruction but they also need to make sure that they are using Culturally Responsive Instructional strategies. 3.Each month, we will be addressing one the characteristics of culturally responsive teaching. This month we will look at an overview of the 7 characteristics of culturally responsive instruction.1. In Hayward, you have a very culturally diverse population. 2/ Not only do teachers need to consider strategies for differentiating curriculum and instruction but they also need to make sure that they are using Culturally Responsive Instructional strategies. 3.Each month, we will be addressing one the characteristics of culturally responsive teaching. This month we will look at an overview of the 7 characteristics of culturally responsive instruction.

    70. 70 Culturally Responsive Instruction Culturally responsive instruction is… an approach that empowers students intellectually, socially, emotionally, and politically by using cultural referents to impact knowledge, skills and attitudes. Gloria Ladson Billings

    71. 71 CHARACTERISTICS OF CULTURALLY RESPONSIVE INSTRUCTION Learning within the Context of Culture Student Centered Instruction Culturally Mediated Instruction Communication of High Expectations Positive Perspectives on Parents and Families Reshaping the Curriculum Teacher as Facilitator

    72. 72 The Teacher's Role in a Differentiated Classroom Carol Ann Tomlinson: A tricky thing in learning to differentiate instruction is learning that a teacher's role in a classroom really has to be redefined. The teacher becomes more of a facilitator of time and space, an assessor of students, a person who helps kids learn to plan and learn to assess the effectiveness of their planning. Chorally read if you have a pet. Chorally read if you have a pet.

    73. 73

    74. 74 Exploring Differentiated Instruction Differentiated Instruction is based on the following beliefs: Students differ in their learning profiles. Classrooms where students are active learners, decision makers and problem solvers are more natural and effective than those in which students are served a "one-size-fits-all” curriculum and treated as passive recipients of information. "Covering information" takes a backseat to making meaning out of important ideas. Discuss what each of these beliefs mean – in other words, Everyone learns differently "One-size-fits-all" curriculum and instruction presumes that content is more important than students Quality is more important than quantity (e.g. significance trumps coverage). Discuss what each of these beliefs mean – in other words, Everyone learns differently "One-size-fits-all" curriculum and instruction presumes that content is more important than students Quality is more important than quantity (e.g. significance trumps coverage).

    75. 75 Exploring Differentiated Instruction These three beliefs require every teacher to answer three specific questions: In the content you must teach, what is it that you want all of your students to know? 2) How can each student best learn this in ways that are appropriate to his/her specific needs? 3) How can each student most effectively demonstrate what s/he has learned? Discuss what these mean from the perspective of the teacher. If you don’t know where you are going, how do you know when you have arrived? Need a roadmap. Discuss what these mean from the perspective of the teacher. If you don’t know where you are going, how do you know when you have arrived? Need a roadmap.

    76. 76 Exploring Differentiated Instruction At its most basic level.. Differentiation consists of the efforts of teachers to respond to variance among learners in the classroom Whenever a teacher reaches out to an individual or small group to vary his or her teaching to create the best learning experience possible, that teacher is differentiating instruction. This statement along with the info on the next 5 slides comes from http://www.readingrockets.org/article/263 by Carol Tomlinson. The link to the article is on the resource page if you would rather go directly to the link and read it from there. This statement along with the info on the next 5 slides comes from http://www.readingrockets.org/article/263 by Carol Tomlinson. The link to the article is on the resource page if you would rather go directly to the link and read it from there.

    77. 77 Five Ways to Differentiate Instruction Differentiating the Content/Topic Differentiating the Process/Activities Differentiating the Product Diffferentiating by Manipulating the Environment Differentiating by Accommodating “Individual” Learning Styles Content- what the student needs to learn or how the student will get access to the information; 1.Content can be described as the knowledge, skills and attitudes we want children to learn. Differentiating content requires that students are pre-tested so the teacher can identify the students who do not require direct instruction. 2. Students demonstrating understanding of the concept can skip the instruction step and proceed to apply the concepts to the task of solving a problem. This strategy is often referred to as compacting the curriculum. Another way to differentiate content is simply to permit the apt student to accelerate their rate of progress. They can work ahead independently on some projects, i.e. they cover the content faster than their peers. Process- activities in which the student engages in order to make sense of or master the content; ..Products- culminating projects that ask the student to rehearse, apply, and extend what he or she has learned in a unit; and 5. Learning Environment- the way the classroom works and feels. Content- what the student needs to learn or how the student will get access to the information; 1.Content can be described as the knowledge, skills and attitudes we want children to learn. Differentiating content requires that students are pre-tested so the teacher can identify the students who do not require direct instruction. 2. Students demonstrating understanding of the concept can skip the instruction step and proceed to apply the concepts to the task of solving a problem. This strategy is often referred to as compacting the curriculum. Another way to differentiate content is simply to permit the apt student to accelerate their rate of progress. They can work ahead independently on some projects, i.e. they cover the content faster than their peers. Process- activities in which the student engages in order to make sense of or master the content; ..Products- culminating projects that ask the student to rehearse, apply, and extend what he or she has learned in a unit; and 5. Learning Environment- the way the classroom works and feels.

    78. 78 Compacting the Curriculum Defining goals and outcomes of a particular unit or segment of instruction. Determining/documenting which students have already mastered most, or all, of a specified set of learning outcomes. Providing replacement strategies for material already mastered through the use of instructional options that enable a more challenging and productive use of the student's time. Curriculum Compacting is an instructional technique that is specifically designed to make appropriate curricular adjustments for students in any curricular area and at any grade level. Curriculum Compacting might best be thought of as organized common sense, because it simply recommends the natural pattern that teachers ordinarily would follow if they were individualizing instruction for each student. The specific steps for carrying out Curriculum Compacting in both basic skill and content areas will be described below. PASS OUT SAMPLE (EILEEN) FIND 9:00 PARTNER/READ THE SAMPLE AND DISCUSS HOW COMPACTING THE CURRICULUM DIFFERENTIATES CURRICULUM BY MEETING THE NEEDS OF STUDENTS WHO HAVE MASTERED SKILLS. Eileen: A Sample Compactor Form Eileen is a fifth grader in a self-contained heterogeneous classroom. Her school, which is very small, is located in a lower socioeconomic urban school district. While Eileen's reading and language scores range between two and five years above grade level, most of her 29 classmates are reading one to two years below grade level. This presented Eileen's teacher with a common problem: What was the best way to instruct Eileen? He agreed to compact her curriculum. Taking the easiest approach possible, he administered all of the appropriate unit tests for the grade level in the Basal Language Arts program, and excused Eileen from completing the activities and worksheets in the units where she showed proficiency (80% and above). When Eileen missed one or two questions, the teacher checked for trends in those items and provided instruction and practice materials to ensure concept mastery. Eileen usually took part in language arts lessons one or two days a week. The balance of the time she spent with alternative projects, some of which she selected. This strategy spared Eileen up to six or eight hours a week with language arts skills that were simply beneath her level. She joined the class instruction only when her pretests indicated she had not fully acquired the skills or to take part in a discussion that her teacher thought she would enjoy. In the time saved through compacting, Eileen engaged in a number of enrichment activities. First, she spent as many as five hours a week in a resource room for high ability students. This time was usually scheduled during her language arts class, benefiting both Eileen and her teacher, since he didn't have to search for all of the enrichment options himself. The best part of the process for Eileen was she didn't have make-up regular classroom assignments because she was not missing essential work. Eileen also visited a regional science center with other students who had expressed a high interest and aptitude for science. Science was a second strength area for Eileen, and based on the results of her Interest-A-Lyzer, famous women was a special interest. Working closely with her teacher, Eileen choose seven biographies of noted women, most of whom had made contributions in scientific areas. All of the books were extremely challenging and locally available. Three were on an adult level, but Eileen had no trouble reading them. Eileen's Compactor, which covered an entire semester, was updated in January. Her teacher remarked that compacting her curriculum had actually saved him time—time he would have spent correcting papers needlessly assigned! The value of compacting for Eileen also convinced him that he should continue the process. The Compactor was also used as a vehicle for explaining to Eileen's parents how specific modifications were being made to accommodate her advanced language arts achievement level and her interest in science. A copy of the Compactor was also passed on to Eileen's sixth grade teacher, and a conference between the fifth and sixth grade teachers and the resource teacher helped to insure continuity in dealing with Eileen's special needs. http://www.gifted.uconn.edu/sem/semart08.htmlCurriculum Compacting is an instructional technique that is specifically designed to make appropriate curricular adjustments for students in any curricular area and at any grade level. Curriculum Compacting might best be thought of as organized common sense, because it simply recommends the natural pattern that teachers ordinarily would follow if they were individualizing instruction for each student. The specific steps for carrying out Curriculum Compacting in both basic skill and content areas will be described below. PASS OUT SAMPLE (EILEEN) FIND 9:00 PARTNER/READ THE SAMPLE AND DISCUSS HOW COMPACTING THE CURRICULUM DIFFERENTIATES CURRICULUM BY MEETING THE NEEDS OF STUDENTS WHO HAVE MASTERED SKILLS. Eileen: A Sample Compactor Form Eileen is a fifth grader in a self-contained heterogeneous classroom. Her school, which is very small, is located in a lower socioeconomic urban school district. While Eileen's reading and language scores range between two and five years above grade level, most of her 29 classmates are reading one to two years below grade level. This presented Eileen's teacher with a common problem: What was the best way to instruct Eileen? He agreed to compact her curriculum. Taking the easiest approach possible, he administered all of the appropriate unit tests for the grade level in the Basal Language Arts program, and excused Eileen from completing the activities and worksheets in the units where she showed proficiency (80% and above). When Eileen missed one or two questions, the teacher checked for trends in those items and provided instruction and practice materials to ensure concept mastery. Eileen usually took part in language arts lessons one or two days a week. The balance of the time she spent with alternative projects, some of which she selected. This strategy spared Eileen up to six or eight hours a week with language arts skills that were simply beneath her level. She joined the class instruction only when her pretests indicated she had not fully acquired the skills or to take part in a discussion that her teacher thought she would enjoy. In the time saved through compacting, Eileen engaged in a number of enrichment activities. First, she spent as many as five hours a week in a resource room for high ability students. This time was usually scheduled during her language arts class, benefiting both Eileen and her teacher, since he didn't have to search for all of the enrichment options himself. The best part of the process for Eileen was she didn't have make-up regular classroom assignments because she was not missing essential work. Eileen also visited a regional science center with other students who had expressed a high interest and aptitude for science. Science was a second strength area for Eileen, and based on the results of her Interest-A-Lyzer, famous women was a special interest. Working closely with her teacher, Eileen choose seven biographies of noted women, most of whom had made contributions in scientific areas. All of the books were extremely challenging and locally available. Three were on an adult level, but Eileen had no trouble reading them. Eileen's Compactor, which covered an entire semester, was updated in January. Her teacher remarked that compacting her curriculum had actually saved him time—time he would have spent correcting papers needlessly assigned! The value of compacting for Eileen also convinced him that he should continue the process. The Compactor was also used as a vehicle for explaining to Eileen's parents how specific modifications were being made to accommodate her advanced language arts achievement level and her interest in science. A copy of the Compactor was also passed on to Eileen's sixth grade teacher, and a conference between the fifth and sixth grade teachers and the resource teacher helped to insure continuity in dealing with Eileen's special needs. http://www.gifted.uconn.edu/sem/semart08.html

    79. 79 Questions Assignment: Read Chapter 3 “Enhancing RtI” Participant Questionnaire Wrap Up

    80. 80 References Allain, Joanne Klepsis (2009) The Logistics of Literacy Intervention, Sopris West Educational Services Fisher, Douglas and Frey, Nancy (2010) Enhancing RTI, ASCD Hasbrouck, Jan (2006) Educators as Physicians, ERIA Conference materials Education Week Teacher pd Sourcebook (Spring/Summer 2010) “Response to Intervention” Hall, Susan (2008), Implementing Response to Intervention, Corwin Press Moats, Louisa, (2001), “When Older Students Can’t Read”, Educational Leader Feldman, Kevin, (2004), “Narrowing the Literacy Gap in Middle School and High School”, The Special Edge Insert Crawford, E. & Torgesen, J, (2004-2005), Teaching All Students to Read, Florida Center for Reading Research Blankstein, G., RtI Blueprints for State, District and School Implementation (Modified) York-Barr, J. & Duke, K., (2004), “What Do We Know About Teacher Leadership?” Review of Educational Research, 74 (3), 255-316 Marzano, Robert J. & Pickering, Debra J. & Pollock, Jane E. (2001). Classroom Instruction That Works Research-based Strategies for Increasing Student Achievement. Alexandria, VA: Silver, Harvey & Strong, Richard W. & Perini, Matthew J. (2000). So Each May Learn: Integrating Learning Styles and Multiple Intelligences. Alexandria, VA: Association for Supervision and Curriculum Development

    81. 81 References

    82. 82 Resources www.centeroninstruction.org Interventions for Adolescent Struggling Readers www.kevinfeldman@scoe.org (RTI) “Feldman’s Biased Biography: Older Struggling Readers” www.RTInetwork.org www.studentprogress.org www.k12.wa.us (successful implementation of RTI) www.calstat.org (podcasts, downloadable transcripts for RtI leadership teams) www.fcrr.org Florida Center for Reading Research www.reading.org IRA articles, books, reports www.nasponline.org RTI factsheets www.rti4success.org www.nrcld.org www.cde.ca.gov California Department of Education- RTI2 www.betterhighschools.org www.readingfirstsupport.us www.rti.ucr.edu University of CA. Riverside

    83. 83 Assessments Leveling San Diego Quick Fluency-Based DIBELS Dynamic Indicators for Basic Early Literacy Skills (K-8) www.dibels.org Reading Fluency Benchmark Assessor READ NATURALLYK-8) www.readnaturally.com AIMSWeb www.aimsweb.com (K-8) TOWRE Test of Word Reading Efficiency (gr. 1-adult) Isolated words only-not text Phonics-Based SIPPS Systematic Instruction in Phonemic Awareness and Phonics Skills Quick Phonics Screener READ NATURALLY www.readnaturally.com Comprehension Scholastic Reading Inventory (SRI)

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